Provide the requested context information for the class selected for this assessment. This format is designed to be completed electronically. Use as much space as needed to respond.
About the school where you are teaching
1. Where are you teaching?
Middle school X High school
Other (please describe) __
2. List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.
The Classroom that we teach in does not have any specialized features. For the time that we are there, it will only be our cooperating teacher and ourselves.
3. Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.
When we plan our lessons, our cooperating teacher explains which standard we are to follow that goes with the lesson, so we have a good idea of what information to present. She also gives us advice on the teaching strategies we choose, so we are able to work with the students in the most effective way possible.
About the subject area/course you are teaching
4. What is the name of the course you are documenting? _Senior Strategies___
5. What is the length of the course? x one semester o one year o other (describe) _
6. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
The Class is 50 minutes long and it is every day periods 2 through 4.
7. Is there any ability grouping or tracking in mathematics? If so, please describe.
Even though there are mathematics incorporated into the class, there is no tracking or ability grouping.
8. Identify any textbook or instructional program you primarily use for mathematics instruction. If a textbook, please provide the name, publisher, and date of publication.
Our cooperating teacher creates her own resources to incorporate mathematics, such as credit calculation and balancing checkbooks.
9. List other resources (e.g., SmartBoard, graphing calculators, on-line resources) you use for mathematics instruction in this class.
The students use personal calculators or do calculating online using the Mac computers.
About the students in the class featured in this assessment
10. Grade level composition of the class Every Student is in the 12th grade
11. Number of:
a. students in the class 24 - 30_
b. males 50% females 50%_
c. English language learners 0
d. students identified as gifted and talented 0_
e. students with Individualized Education Plans (IEPs) or 504 plans 3-5 per class_
12. Complete the chart below to summarize the required accommodations or modifications for special education students or gifted and talented students that will affect your mathematics instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.
Special Education Category
Number of Students
Accommodations/Pertinent IEP Objectives
Example: Learning Disability
Example: 4
Example: Close monitoring, follow up, and Resource Room
ADHD
3
Resource Room availability where they can receive extra assistance such as having tests read to them.
Provide the requested context information for the class selected for this assessment.
This format is designed to be completed electronically. Use as much space as needed to respond.
About the school where you are teaching
Middle school X High school
Other (please describe) __
The Classroom that we teach in does not have any specialized features. For the time that we are there, it will only be our cooperating teacher and ourselves.
When we plan our lessons, our cooperating teacher explains which standard we are to follow that goes with the lesson, so we have a good idea of what information to present. She also gives us advice on the teaching strategies we choose, so we are able to work with the students in the most effective way possible.
About the subject area/course you are teaching
The Class is 50 minutes long and it is every day periods 2 through 4.
Even though there are mathematics incorporated into the class, there is no tracking or ability grouping.
Our cooperating teacher creates her own resources to incorporate mathematics, such as credit calculation and balancing checkbooks.
The students use personal calculators or do calculating online using the Mac computers.
About the students in the class featured in this assessment
d. students identified as gifted and talented 0_
e. students with Individualized Education Plans (IEPs) or 504 plans 3-5 per class_
Learning Disability
4
Close monitoring, follow up, and Resource Room